Special Education Classroom Decorating Ideas

Each August as the start of a new school year loomed ever nearer, my heart beat progressively faster at the thought of the hours I would soon spend organizing a classroom, designing curriculum and behavior plans, and writing IEPs. Under the guise of productivity, I would distract myself by brainstorming potential themes for my classroom. Over my years as a teacher, I've tried a few different "themes" in my special education classroom. I say "themes" because I think it's quite broad what can be considered a theme (more on that below). Before I begin, I should clarify that I don't think themes are necessary for an organized and well-run special education classroom (or for any classroom for that matter). When themes go awry, they can create unnecessary clutter, cause unneeded teacher stress, and result in classrooms that may be pretty, but not particularly functional. When utilized with the needs of students at the forefront, however, themes can be used to build cohesive, organized, and kid-friendly spaces that are both fun and functional. Below I detail a few guidelines and suggestions for using themes in your special education classroom.

1. Think "Themes" Loosely Defined

I consider a "theme" to refer to the elements that connect one classroom space to another. In other words, a theme is what ties a space all together and creates a feeling of cohesion. I've found that one advantage of utilizing a theme is that it forces me to be very selective about the items I display and the objects I accept into my classroom. I'll highlight a few theme ideas throughout this post, but some of the best special education "themes" I've seen are simply well-chosen color choices that can be used to create a calm ambience or a cheerful atmosphere, or used to color-code and organize the space.

2. Think About How Your Students Will Experience the Space

When planning your classroom space, ask yourself, "How do I want my students to feel when they enter my classroom?" Your answer to that question will give you valuable insight about what you should include or leave out of your space. Because the back-to-school season is so busy, it will also help you prioritize which spaces in your classroom deserve the most attention. Your answer may be different than mine, but this is what I want my students to experience when they walk into my classroom:

This space was made for kids. There are many exciting and reinforcing things in this classroom that look like a lot of fun. These fun things have clear limits, though, and kids probably need some type of adult interaction to access them (e.g. reinforcing items visible but placed out of reach, visuals displaying if an area is "open" or "closed," etc.)
This space is intuitive. The classroom is well-organized with visuals posted throughout. Although I'll need to teach and reinforce procedures and routines, the layout of the classroom facilitates those routines. Students are set up for success because the organization of the classroom mirrors their daily routines. In other words, the space just "makes sense." For example, areas that students access at the beginning or throughout the day (cubbies, teacher table, morning work, task boxes) are situated at the front or middle of the classroom and items that students access at the end of the day or only at designated times are located in the back of the classroom (movement center, computer station, break area).
This space is calm and conducive to learning and emotional regulation. During my career I've worked predominately with students with significant learning and behavioral needs within substantially-separate classroom. They're in my classroom because a general education classroom is not the best place for them to make academic, behavioral, or social-emotional growth. This may be due to a combination of sensory sensitivities, attentional or self-regulation difficulties, behavioral challenges, and unique learning styles and needs. Accordingly, it's my job to make sure that my classroom is set-up to mitigate as many of those challenges as possible. For example, light covers or filters can lessen the harsh fluorescent lighting and calm or neutral colors can decrease excess visual stimuli. Designated work areas may be free of unnecessary distractions and all required supplies can easily be accessed and regulated. There are also safe areas of the classroom where students can remove themselves from the group if necessary in order to self-regulate or calm down.

3. Think Age-Appropriate

Our classrooms may have different visuals, sensory supports, seating, and learning tools than same-age general education classrooms. While our classrooms may look very different than a general education classroom, it's important that the materials in our rooms reflect the ages of our students. This means that an upper elementary or middle school special education classroom will likely need to forego some of the classroom décor common in younger grades. You can certainly still utilize a theme in an older classroom, but just be mindful of the age-appropriateness of the materials and décor you're using. Ask yourself, "Would this style of materials seem out of place in a same-age general education classroom?" If the answer is "Yes," then you may want to go a different direction.

While teaching in an upper-elementary special education classroom, I implemented a "city" theme. This is still one of my favorite classrooms! What I really loved about this theme was that it incorporated some fantastic life skills into the daily workings of our classroom.

4. Think Fun and Functional

I use the phrase "fun and functional" all the time when I talk about setting up special education classrooms. Your classroom should be fun, kid-friendly, and reinforcing, but that can look very different depending on your context and students. I know from experience that your job will be so much harder if students don't want to be in your classroom. Of course, just the design of your classroom space can't completely prevent this challenge, but classroom spaces that are reinforcing for students can reduce the likelihood of escape-maintained behaviors and increase the likelihood that students will display appropriate behavior to access preferred classroom areas.

It's equally important that your classroom space is functional. As you prioritize your ever-growing classroom to-do list, focus on the areas of your classroom where you can get "the most bang for your buck." To help you plan, consider the following questions:

What are the areas in the classroom where students will spend the most time?
What visuals and supports are necessary for your students to fully access the space?
How can I make each area as useful for myself, my staff, and my students as possible?

5. Think About How Your Space Reflects Who You as an Educator

There are many ways to be an excellent special education teacher. I find that many exemplars of teachers showcase extroverted and enthusiastic educators teaching a lesson or directing classroom routines with unparalleled excitement. When you watch these videos, you can literally feel the energy radiating through the screen. I think these exemplars are rightly applauded and certainly do highlight one way to be a great teacher. Upon entering the teaching profession, however, I quickly knew that I was not that teacher. Don't get me wrong, I love to have fun with my students. Every day in my classroom we laugh, celebrate achievements, and share great joy. But as a teacher I am quiet, patient, and calm. My classroom space has always reflected that. My favorite space has been a (very loosely) nature-themed classroom with calm shades of blue and green throughout. I loved this space and, more importantly, I think my students did, too. You will spend a great deal of time in your classroom this year. Whatever your classroom looks like, make sure it's a space that reflects you and make sure it's a space that you love.